Blog

This special issue of JEiE offers new insights into the gendered experiences of girls and boys seeking quality education in contexts of conflict and crisis. 

In refugee-hosting contexts, teachers contribute more to children’s learning and well-being than any other school-level factor. However, despite their crucial role and the challenging context in which they ensure learning continuity, refugee teachers often do not receive the support they need.

This blog shares the voices of INEE members and Secretariat on their hopes for girls’ education commitments at the G7 Summit.

June 2022 marks four years since G7 Leaders came together to adopt the Charlevoix Declaration on Quality Education. In the lead up to the 48th G7 Summit, INEE is excited to share some new gender events and resources we have lined up in the coming weeks. 

A Thematic Review by the Girls’ Education Challenge (GEC) explored how structures from within the community – or community-based structures (CBSs) – contributed to the successful implementation of interventions during the COVID-19 pandemic. It identified six key factors which were present in projects which successfully adapted to this new way of working.
 

This story of Shakiba, a kindergarten teacher from Afghanistan in Greece, was collected as part of TiCC Event Series to ensure that the voices and experiences of teachers working in crisis and displacement permeate all aspects of the event.

To what extent have pledges from the Charlevoix Declaration on Quality Education been operationalized, and what has been achieved as a result of these commitments? To answer this question, the INEE Reference Group on Girls’ Education in Emergencies, with the support of Global Affairs Canada, has developed the Charlevoix Funding Dashboard. 

This blog contributed by Dr Francine Menashy, Associate Professor, Faculty of Education at Brock University (Canada) and Zeena Zakharia, Assistant Professor of International Education Policy, University of Maryland, College Park (USA) questions ‘how might we transform relationships in education in emergencies?’ and point to a new study on partnerships to show the way.  

In this blog, Chris Henderson shares reflections from his research on the challenge of addressing teacher mental health in crisis contexts, especially when stigma and precarious employment conditions inhibit teachers’ willingness to share.

A recent rapid evidence review commissioned by the Secondary Education Working Group (SEWG) synthesized evidence on improving learning outcomes for adolescents in contexts of fragility and crisis – with a focus on adolescent girls/young women and adolescents with disabilities (AwDs).